Guided Comprehension

1. 1 Guided Comprehension Professional Development Module Office of Reading First New Jersey Department of Education

2. 2 According to the National Reading Panel Report, �Comprehension is defined as �intentional thinking during which meaning is constructed through interactions between text and reader.� (Harris & Hodges, 1995). Thus, readers derive meaning from text when they engage in intentional, problem solving thinking processes.� The data suggest that text comprehension is enhanced when readers actively relate the ideas represented in print to their own knowledge and experiences and construct mental representations in memory. (NRP) This video module provides participants the opportunity to examine elements of effective comprehension strategies at the primary level by focusing on the �Comprehension in the Primary Grades� model (McLaughlin, 2003). Participants will see how students make these connections to their own knowledge and experiences as they preview, visualize, and summarize text in whole class, small group and individual settings.The data suggest that text comprehension is enhanced when readers actively relate the ideas represented in print to their own knowledge and experiences and construct mental representations in memory. (NRP) This video module provides participants the opportunity to examine elements of effective comprehension strategies at the primary level by focusing on the �Comprehension in the Primary Grades� model (McLaughlin, 2003). Participants will see how students make these connections to their own knowledge and experiences as they preview, visualize, and summarize text in whole class, small group and individual settings.

3. 3 Overview Session I How should comprehension strategies be taught? Gradual Release of Responsibility Comprehension and the NJCCCS What is the Guided Comprehension Model? Video Overview/ Participant notes and observations In our first session today, these are some of the topics that we will be visiting and in some cases revisiting. As we look at the video module segment that includes an overview of the Guided Comprehension Model I will ask you to take some notes which we will share at the end of our meeting today. The Observation Guide can be found in your packet.In our first session today, these are some of the topics that we will be visiting and in some cases revisiting. As we look at the video module segment that includes an overview of the Guided Comprehension Model I will ask you to take some notes which we will share at the end of our meeting today. The Observation Guide can be found in your packet.

4. (Armbruster, Lehr, & Osborn, 2001, p. 48) 4 �Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading.�

5. (Armbruster, Lehr, & Osborn, 2001; Collins, Block, & Pressley, 2002, Miller, 2002) 5 How should strategies be taught? The teacher provides an explicit description of the strategy and how and why it is used The teacher models the strategy The teacher provides an opportunity for collaborative use of the strategy in action Guided practice occurs with a gradual release of responsibility on the teacher�s part Students are engaged in activities which involve independent use of the strategy The Guided Comprehension Model addresses each of these important facets of comprehension instruction. These will be the areas you are looking for as you view the introduction.The Guided Comprehension Model addresses each of these important facets of comprehension instruction. These will be the areas you are looking for as you view the introduction.

6. 6 Gradual Release of Responsibility The gradual release of responsibility model allows teachers to provide instructional support to children while they are learning important reading strategies. The model describes a process in which students gradually assume a greater degree of responsibility for a particular aspect of learning. (Morrow Gambrell & Pressley, 2003) Using the gradual release model teachers first model and describe the use of a strategy, The students then practice applying the strategy while the teacher provides assistance and feedback and, Finally students move into the stage where they are able to independently apply the strategy in new situations (Morrow, Gambrell & Pressley, 2003) The gradual release of responsibility model allows teachers to provide instructional support to children while they are learning important reading strategies. The model describes a process in which students gradually assume a greater degree of responsibility for a particular aspect of learning. (Morrow Gambrell & Pressley, 2003) Using the gradual release model teachers first model and describe the use of a strategy, The students then practice applying the strategy while the teacher provides assistance and feedback and, Finally students move into the stage where they are able to independently apply the strategy in new situations (Morrow, Gambrell & Pressley, 2003)

7. (New Jersey Core Curriculum Content Standards, 2004) 7 Comprehension and the NJCCCS Kindergarten Retell-main character and events Identify story structure First Grade Draw conclusions Retell in a logical order Make simple inferences Compare and contrast Second Grade Recognize cause and effect Make inferences and supplement with textual information Respond to text using questions Third Grade Recognize purpose of text Interpret information Discuss theme Summarize Draw conclusions The NJCCCS for language arts literacy are intended to promote students� competence in constructing meaning in any content area in a variety of settings including whole class, group or independent instruction. Their premise is that in order to grow as readers and deepen the students� understanding of texts, they need many opportunities to think about, talk about and write about what they are reading. The NJCCCS for language arts literacy are intended to promote students� competence in constructing meaning in any content area in a variety of settings including whole class, group or independent instruction. Their premise is that in order to grow as readers and deepen the students� understanding of texts, they need many opportunities to think about, talk about and write about what they are reading.

8. (McLaughlin, 2003, p. 12) 8 Guided Comprehension �Guided comprehension is a context in which students learn comprehension strategies in a variety of settings using multiple levels and types of text. It is a three stage process focused on direct-instruction, application, and reflection.� Before we begin we must identify exactly what Guided comprehension is: This training focuses on ways that we, as classroom teachers, can help our students develop effective strategies for reading comprehension. What is comprehension? Is it merely decoding or �figuring out� the words on the page or is it the actual construction of meaning from those words? In reality, it is a combination of each; translating print into recognizable words and subsequently using that print to build new meaning. Our expert, Dr. Maureen McLaughlin, is a Professor of Reading at East Stroudsburg University of Pennsylvania. As she taught her university classes and conducted research into best practices in literacy instruction she became increasingly concerned about the fact that the classroom teachers she had the opportunity to observe simply �went over� reading strategies without providing explicit instruction or support for students in applying them. Most of the time when she observed strategies being taught it was through whole group instruction. Not only was there was little evidence of support for the students as they attempted to apply their new knowledge, but there was little evidence of students actually using their new knowledge to interact with different types of text. This was Dr. McLaughlin�s motivation to create the Guided Comprehension Model which we will see demonstrated in this video. This model can be more fully explored in her book, Guided Comprehension in the Primary Grades. The other expert that you will be hearing from today is Mary Beth Allen, Assistant Professor of Reading Education at East Stroudsburg University of Pennsylvania, who co-authored the partner book Guided Comprehension: A Teaching Model for Grades 3-8 with Dr. McLaughlin.Before we begin we must identify exactly what Guided comprehension is: This training focuses on ways that we, as classroom teachers, can help our students develop effective strategies for reading comprehension. What is comprehension? Is it merely decoding or �figuring out� the words on the page or is it the actual construction of meaning from those words? In reality, it is a combination of each; translating print into recognizable words and subsequently using that print to build new meaning. Our expert, Dr. Maureen McLaughlin, is a Professor of Reading at East Stroudsburg University of Pennsylvania. As she taught her university classes and conducted research into best practices in literacy instruction she became increasingly concerned about the fact that the classroom teachers she had the opportunity to observe simply �went over� reading strategies without providing explicit instruction or support for students in applying them. Most of the time when she observed strategies being taught it was through whole group instruction. Not only was there was little evidence of support for the students as they attempted to apply their new knowledge, but there was little evidence of students actually using their new knowledge to interact with different types of text. This was Dr. McLaughlin�s motivation to create the Guided Comprehension Model which we will see demonstrated in this video. This model can be more fully explored in her book, Guided Comprehension in the Primary Grades. The other expert that you will be hearing from today is Mary Beth Allen, Assistant Professor of Reading Education at East Stroudsburg University of Pennsylvania, who co-authored the partner book Guided Comprehension: A Teaching Model for Grades 3-8 with Dr. McLaughlin.

9. (McLaughlin and Allen, 2002) 9 Stage 1 The teacher directly teaches students using a specific 5 step process- Explain Demonstrate Guide Practice Reflect Explain how the strategy works and how it can be used to facilitate comprehension. During this stage we need to ensure that students can relate the strategy to their own learning process. Demonstrate: This can be done through the use of the Think Aloud. We can demonstrate just what is triggering our thoughts and how we use that information to create a framework for understanding. This can include personal connections , questions that arise and predictions. Guide: Now the teacher must guide the students to apply the strategy. Read a portion of the text and walk them through the process. Practice: The teacher�s role is to monitor students at this stage as they use the strategy. First this will be done as a whole class activity. As the students demonstrate understanding of the process they can begin to work in small groups and later independently as the teacher relinquishes control. Reflect: Have the students share ways that the strategy helped them as readers. Talk about ways they can utilize it in centers and independent reading activities.Explain how the strategy works and how it can be used to facilitate comprehension. During this stage we need to ensure that students can relate the strategy to their own learning process. Demonstrate: This can be done through the use of the Think Aloud. We can demonstrate just what is triggering our thoughts and how we use that information to create a framework for understanding. This can include personal connections , questions that arise and predictions. Guide: Now the teacher must guide the students to apply the strategy. Read a portion of the text and walk them through the process. Practice: The teacher�s role is to monitor students at this stage as they use the strategy. First this will be done as a whole class activity. As the students demonstrate understanding of the process they can begin to work in small groups and later independently as the teacher relinquishes control. Reflect: Have the students share ways that the strategy helped them as readers. Talk about ways they can utilize it in centers and independent reading activities.

10. (McLaughlin and Allen, 2002) 10 Stage 2 Students then apply their knowledge in three settings: Teacher guided small groups Comprehension literacy centers Independent practice Although this stage has 3 distinct settings only one is teacher directed. Small group instruction: Students of similar abilities are grouped together: they should be able to read the same text with the same degree of teacher support. Introduce and preview text Review the strategies: If possible these should be posted in an easily seen area of the room. Focus on the strategy taught in that day�s whole group instruction. Guide Introduce the text. Read or whisper read a designated portion of the text and guide students to use the strategy. Practice When you are confident that students are actively engaged with the text by finishing a predetermined section of the text and stopping for guided discussion. Reflect Discuss predictions, visualizations, or connections to text. Reflect on reading and the use of the strategy. Assess through observation to group for subsequent instruction.Although this stage has 3 distinct settings only one is teacher directed. Small group instruction: Students of similar abilities are grouped together: they should be able to read the same text with the same degree of teacher support. Introduce and preview text Review the strategies: If possible these should be posted in an easily seen area of the room. Focus on the strategy taught in that day�s whole group instruction. Guide Introduce the text. Read or whisper read a designated portion of the text and guide students to use the strategy. Practice When you are confident that students are actively engaged with the text by finishing a predetermined section of the text and stopping for guided discussion. Reflect Discuss predictions, visualizations, or connections to text. Reflect on reading and the use of the strategy. Assess through observation to group for subsequent instruction.

11. 11 Teacher Guided Small Groups Review the Strategies: Remind students about skills and strategies that have already been taught. Guide: Begin by introducing a new text and helping your students preview it. Practice: When your students are actively reading they will have an opportunity to use the strategies that they have been taught. Reread, Retell, Reflect: Read the text again, retell it and reflect on how the strategy was used.

12. (McLaughlin and Allen, 2002) 12 Student Facilitated Comprehension Centers These should provide opportunities for your students to apply the comprehension strategies in a purposeful and authentic setting. Students may work in small groups, with partners or independently. Centers should accommodate a variety of instructional levels Center activities should be purposeful, authentic activities. It is very important that they be aligned with the skills and strategies being taught at that time! Accountability There must be some way to record who visits what centers during the week. This can be through journals, pocket folders, etc. Differentiate activities.Center activities should be purposeful, authentic activities. It is very important that they be aligned with the skills and strategies being taught at that time! Accountability There must be some way to record who visits what centers during the week. This can be through journals, pocket folders, etc. Differentiate activities.

13. (McLaughlin and Allen, 2002) 13 Student Facilitated Comprehension Routines Routines are settings where students can apply the strategies that have �become so ingrained that they can be used successfully on a regular basis.� (McLaughlin, 2003) Before students get to this level they must clearly understand the purpose of the routines, why they are taking part in them and exactly how they are to be conducted. These routines and their implementation should be fully scaffolded by the teacher. This is the final stage in scaffolding.This is the final stage in scaffolding.

14. 14 Examples of Student Facilitated Comprehension Routines Literature Circles Reciprocal Teaching Cross Age Reading Experiences Literature Circles: This is a setting in which students meet to discuss books they are reading independently. The books discussed are usually sets of the same title, sets of different titles by the same author or sets of titles with a common theme. Reciprocal teaching: A teaching strategy in which students are involved in summarizing, question-generating, clarifying, and predicting as they read texts and observe phenomena...� (Palinscar and Brown, 1985) Cross age reading: Instruction of a student or group of students by a knowledgeable student of another age group. Harris, T.L., & Hodges, R.E. The literacy dictionary. (2005). Newark, DE: International Reading Association. Literature Circles: This is a setting in which students meet to discuss books they are reading independently. The books discussed are usually sets of the same title, sets of different titles by the same author or sets of titles with a common theme. Reciprocal teaching: A teaching strategy in which students are involved in summarizing, question-generating, clarifying, and predicting as they read texts and observe phenomena...� (Palinscar and Brown, 1985) Cross age reading: Instruction of a student or group of students by a knowledgeable student of another age group. Harris, T.L., & Hodges, R.E. The literacy dictionary. (2005). Newark, DE: International Reading Association.

15. (McLaughlin and Allen, 2002) 15 Stage 3 Teachers and students come back together to engage in reflection and to set goals for learning. This occurs when the class reconvenes to share their newly acquired insights and to create a goal for their next meeting.This occurs when the class reconvenes to share their newly acquired insights and to create a goal for their next meeting.

16. Adapted from McLaughlin and Allen, 2002 16 The Guided Comprehension Model Teacher-Directed Whole-Group Instruction Student-Facilitated Teacher-Guided Student-Facilitated Comprehension Small Group Comprehension Centers Instruction Routines Teacher-Facilitated Whole-Group Reflection And Goal Setting

17. 17 Think about what you have learned about the Guided Comprehension Model as you view the first part of our video. Using your Video Observation Form, record at least one observation in each area. View the video from the beginning to 10:50 Elicit responses.View the video from the beginning to 10:50 Elicit responses.

18. 18 Think Look over the information we have covered thus far. Pair Turn to the person sitting next to you. Share Talk about it with your partner. Be prepared to share with the group. This ends session I. In session II participants will explore each of the strategies seen in the introduction more fully and have a chance to prepare a lesson directly related to their CRP for use in the classroom. Ask participants to bring the CRP teacher�s manual and one content area text selection pertinent to their grade level to the next session. This ends session I. In session II participants will explore each of the strategies seen in the introduction more fully and have a chance to prepare a lesson directly related to their CRP for use in the classroom. Ask participants to bring the CRP teacher�s manual and one content area text selection pertinent to their grade level to the next session.